Page 114 - Teaching Innovation for the 21st Century

112
Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
Students will be encouraged to practice determining the side of the body to which the bone belongs using their models. Orientation
and placement of bones and organs are an important aspect of
the learning and assessment process for students. It is exactly this orientation process that many students find specifically difficult, especially when studying 3D orientation using 2D images. Students receive a set of instructions discussing the best methods and markings to orientate each bone to the correct placement and side of the body; this process will further be facilitated when students are able to practice on their 3D models.
Students will receive the individual bones of the skull separately and are encouraged to build the skull as a puzzle to better understand the spatial relationships of the bones and the markings that are shared by multiple bones. Students find the skull especially challenging, as this is in fact a composite of 22 bones that make up extensive interlinked surfaces and spaces. Being able to assemble and disassemble these individual bones of the skull will allow students to gain a deeper insight into the structure. Figure 2 shows a selection of bones from the facial part of the skull that students will be able to assemble with magnetic fasteners.
Students will be encouraged to have their models available during live online practicals to assist their understanding. In 2021, online practicals using images or 3D specimens that were displayed
on screen along with a guiding set of questions to deepen their understanding was well received. In 2022, this experience will be enhanced as each student will have their own set of 3D-printed models available during this session. By including a 3D model, students will have access to tactile and 3D visuo-spatial information previously lacking during these sessions.
Students will be encouraged to bring their (by this stage) well-used models along to laboratory sessions to use as study tools. One of the aspects taught in anatomy is the range of human variation present – although all upper arm bones have the same features, not all these features are the exact same shape, size or robusticity. Students
will be able to use their 3D models as a guide when familiarising themselves with human variation found in the human tissue specimens in the laboratory.
Furthermore, these models will become lifelong learning and reference tools that students can refer to throughout their studies and careers. Students will even be able to use
these models as demonstration tools when consulting with patients in their professional capacities.
The expected benefits outlined in this manuscript will be researched in a PhD study considering student opinions surrounding the implementation of ‘take-home’ 3D models. The effect of the models on student understanding will also be monitored through formative and summative assessments.
3.
4.
5.
6.